The gender segregated nature of vocational education (VET) has received little attention in the stratification literature, despite the well-known consequences of VET for differences in labour market outcomes, such as job placement, income and access to full-time employment. This book investigates the institutional contexts of gender segregation in VET from a comparative perspective, through a number of cross-national comparisons as well as more in-depth studies of Canada, Norway, Germany, Australia and Bulgaria.The various chapters tackle questions about occupational expectations, gendered pathways to applied fields of study, educational transitions, feminization of occupations and the relationship between educational choice and opportunity structures. We discuss the relationship between institutional contexts and gender-typing of educational programs, and whether VET system characteristics make a difference to occupational outcomes across countries. The book concludes with a chapter on education-to-employment transitions (based on a large scale comparative project on labour market entry) assessing the impact of vocational education on gendered labour market inequalities.

This book's original contribution to a crowded literature on work and learning will attract strong international interest. Its focus on the philosophy of learning at work brings a fresh perspective on a topic normally viewed through psychological, anthropological and sociological eyes. It assembles a host of internationally recognized scholars who reflect on the various philosophies of work-based learning. Full of distinctive and original contributions that provide perceptive insights into the subject, the work will be a practical support to teachers, trainers and researchers at the same time as it gives readers a clear philosophical grounding in learning at work. It is, however, not simply a book about philosophy, but a gazetteer of approaches to education in work that will sustain and inspire those who provide, engage in, and support the learning of new knowledge and skills in the workplace. With adaptability to new employment opportunities so vital to existing workers, the authors stand behind continued provision of work-based learning in the face of tightening economic constraints.

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

Business educators everywhere are looking for opportunities where students can gain experiences through study or work in an international context. Study abroad offers meaningful opportunities for exposing business students to cross-cultural learning. In this volume, experts share experiences and guidelines for initiating study abroad programs in business schools. A variety of key issues are discussed, including funding for study abroad fellowships, integrating foreign language training, administrative arrangements for study abroad, and best practices. Perspectives from both US and European business schools are addressed.

Classroom Assessment for Student Learning helps readers gather accurate information about students' achievement and use the assessment process and its results effectively to improve achievement. This user-friendly guide is full of practical tips, activities, and real-world examples of what assessment for learning looks like in today's classrooms. The 3rd Edition continues to focus on five keys to quality classroom assessment, with an enhanced emphasis on the formative use of classroom assessment results. The keys help readers 1) establish a clear assessment purpose to meet the information needs of all intended users; 2) base instruction and assessment on clear learning targets; 3) design or select all assessments to meet standards of accuracy; 4) communicate summative and formative results effectively; and 5) involve students in the assessment process and in using results to further learning.

How do we create the business school and managers of the future? Rethinking Business Schools draws upon extensive case study evidence from both Russell Group and Non-Russell Group University Business Schools in the UK to answer some of these questions from a European perspective and stimulate a wider debate.

In this unique work, Hoberman and Mailick analyze the effectiveness of different educational approaches in management development for the transfer of learning to the workplace, placing particular emphasis on the crucial importance of experiential education. In the course of the presentation, they introduce a number of new analytic and integrative concepts including life-bank, synthetic, and natural experiential education. They also provide examples from the literature and the work experience of the authors in teaching and management. Research relating to management development is among the topics discussed, which also include consideration of environmental influences and an analysis of the relevance of educational and use venues for the transfer of learning.

Beginning with the concept of management development, the discussion articulates the role of the manager in management development, the application of learning theory to management development and then details the concept of experiential learning and the authors' LIFE (Learning Inducted From Experience) approach to learning. The authors conclude their study with a statement on the importance of experiential education to the practical development of management expertise. This work will be of interest to those practitioners and scholars involved in management training, human resource development, and management education.

Educational technologies are becoming commonplace entities in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use due to a lack of training and instruction on how to effectively apply them to the classroom. TPACK: Breakthroughs in Research and Practice is an authoritative reference source for the latest research on the integration of technological knowledge, pedagogical knowledge, and content knowledge in the contexts of K-12 education. Highlighting a range of pertinent topics such as pedagogical strategies, blended learning, and technology integration, this publication is an ideal resource for educators, instructional designers, administrators, academicians, and teacher education programs seeking current findings on the implementation of technology in instructional design.

The past ten years have witnessed a renewed interest in the apprenticeship system of industrial training. Employers have been shown to carry a large part of the cost of essentially general training with apparent little return to the firm - a problem which has generated a wide range of literature that explores new theoretical models, comparative systems, and recent developments in systems of youth training and the economic theory of contracts. Using contract theory as the common underlying framework, this book brings together recent contributions to this literature, providing a complete and coherent economic analysis of the apprenticeship system. The authors begin with a comparative-historical perspective, and then go on to review a number of recent models of the training decision of firms, before offering a unique insight into the current debate on the future of the apprenticeship system. Well-written and well-researched, this book succeeds in achieving a perfect blend of theory, evidence, and history. It will appeal to scholars in the fields of labour economics and human resource management, as well as those in private and public sectors working on policy development and planning of vocational education and training.

The aim of this book is to examine the economic effects of education and training, as determined by a proper match between education and jobs or under- and overeducation, the choices made in education, the quality of schools, the general or the specific nature of the training taken, technology innovation and the obsolescence of knowledge.

This book takes stories of learning relationships from popular films, television programmes and literature, and uses them as a catalyst for beginners and experts alike to reflect critically on their own mentoring and coaching practice. How realistic are our expectations of personal change, and to what extent is the flourishing self-help market responsible for this? What, if any, are the moral responsibilities of executive mentors and coaches, when it comes to global corporate wrongdoing? What should constitute 'truth' and 'knowledge' in a world in which ambiguity and doubt can appear more effective weapons of survival? What can Pinocchio, The Matrix, Star Wars or The Sopranos tell us about any of this? Storytelling and metaphor have become of increasing interest in research into leadership and learning. Here is a book which takes the idea of storytelling as a powerful aid to learning and change, and uses it to help practitioners and educators challenge their ideas on mentoring in an entertaining way, by asking themselves some of the difficult questions that these popular stories raise.

As the American immigrant population continues to expand, immigrant children and children of immigrants are entering the public school system. To be most effective, new teaching pedagogies must take cultural diversity into account. Cross-Cultural Considerations in the Education of Young Immigrant Learners explores some of the contemporary research on young immigrant learners in the United States, reflecting on their particular struggles in language learning, cultural integration, and other curricular and extra-curricular activities. This book will be most useful to teachers, administrators, researchers, and professionals within the public education sector who are looking for enhanced methodologies in the instruction of their multinational students.

Governments worldwide assume that national competitiveness can be improved by developing workforce skills. This book critically examines this 'high skills' vision at both policy and practice levels. It challenges an oversimplified policy rhetoric that underestimates the complexity of the processes involved in developing a skilled workforce. The book focuses on key issues relating to the high skills agenda: skills and political economy; different investment strategies for producing skills; qualification systems and learning. A multidisciplinary team of authors from a range of disciplines, including economics, management and education, provides the cross-cutting international and comparative analysis. Editorial comment links their explorations to wider questions of skill formation processes and overarching questions are addressed through in-depth analysis of the roles of higher education, apprenticeship and formal school learning in skill formation. Balancing the skills equation is important reading for policy makers, academics and graduate students interested in social policy, education and labour markets. It will also be of interest to Vocational Education and Training (VET) practitioners.

This book discusses what constitutes vocational education as well as its key purposes, objects, formation and practices. In short, it seeks to outline and elaborate the nature of the project of vocational education. It addresses a significant gap in the available literature by providing a single text that elaborates the scope and diversity of the sector, its key objectives (i.e. vocations and occupations), its formation and development as an education sector, and the scope of its purposes and considerations in the curriculum. The volume achieves these objectives by discussing and defining the concept of vocational education as being that form of education that seeks to advise individuals about, prepare them for, and further develop their capacities to perform the kinds of occupations that societies require and individuals need to participate in-and through which they often come to define themselves. In particular, it discusses the distinctions between occupations as a largely social fact and vocations as being a socially shaped outcome assented to by individuals. As people identify closely with the kinds of occupations they engage in, the standing of, and the effectiveness of vocational education is central to individuals' well-being, competence and progress. Ultimately, this book argues that the provision of vocational education needs to realise important personal and social goals.

This book advocates for an alternative to the hierarchical positioning of leaders. It proposes to value leadership practices which emerge from collective concerns about learning and the realisation that collegial interactions offer opportunities for rich explorations of pedagogy and new understandings to be developed. The book draws upon illustrative examples from a longitudinal study of early career teachers, entitled "Teachers of Promise: Aspirations and realities". It explores matters of personal ambition, support from significant others, and barriers to teacher leadership. It shows that these vary from context to context and individual to individual. Examples highlight the ways in which each teacher's experience has been enabled and constrained by different considerations. In combination, the examples offered demonstrate the need for the teaching profession to be more systematic in identifying and supporting talented teachers who could be the leaders of learning for tomorrow. The book shows that individuals themselves need to have an openness to consider how they might become more effective teachers through their engagement in leadership work. This, it suggests, involves developing a different conception of leadership to counter the prevailing view that leadership is typically positional and defined by its distance from classroom teaching. The more promising portrayal is to link teacher leadership explicitly with learning.

The concept of individual responsibility has taken on a signi?cance comparable to that of 'choice' in the global rise of neo-liberalism of the late 20th and early 21st centuries. The rise of neo-liberalism is most often analysed through the lenses of theory, governmentality and societal structures. There has been a tendency for an- ysis to become overly abstract with the subjective experiences of the social actors missing dimensions in the literature. This book draws on more than 20 years of international research that has focused on the subjective experiences of people as actors in changing social landscapes. These landscapes are differently positioned politically, economically and socially, in relation to the rise of neo-liberalism. Comparisons enable the differences in people's experiences to be located, explored and explained in relation to different soc- economic landscapes, thus throwing into relief the effects of neo-liberal policies where they are found. My approach is to create an extended dialogue between ideas and evidence, starting close to home, and then extending to speci?c international comparisons and to wider explorations of the central themes of the book: human agency and social responsibility. Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed 'Anglo-American regimes', in contrast to 'Rhine regimes' as exempli?ed by Germany.

This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

Emerging global markets and rapid technological development make strong demands on the ability of companies to develop and utilize knowledge. In order to handle the knowledge management problem firms have to search for new collaborative ways of organizing internationalization and technical development. This is reflected in a growing interest among both businessmen and academics in business networks. Business networks have been defined as networks of connected business relationships between firms, where a business relationship is a lasting relation between two firms doing business with one another. Business network relationships are particularly interesting since they allow the companies to interact more closely with each other and thereby handle critical problems in a way that is beneficial in the long run for the parties involved.
It has been demonstrated that business networks are closely related to company learning. First, learning is an important element in business network development. Second, learning is an effect of interaction in business networks relationships. Third, learning can be a part of interaction in relationships. Against this background the objective of this volume is to discuss learning in business network settings.

Practice-based film education is a crucial element in the institutional landscape of film. Despite its institutional significance, its decisive impact on the dynamics of entire film industries, the aspirations of film practitioners, and the content and form of the films that are produced, practice-based film education is still a neglected topic in film scholarship. The Education of the Filmmaker in Europe, Asia, and Australia is an attempt to begin to fill the lacuna in question by looking at film training programs in countries such as Lithuania, Scotland, Sweden, Australia, Japan, and others. Examining aspects of filmmaking such as environmental impact, influence on local culture, and sway over city policy, this book looks at how the training of filmmakers reaches beyond the films themselves to all aspects of culture and society.

The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. 'Introducing the Body in Professional Practice, Learning and Education'; II. 'Thinking with the Body in Professional Practice'; III. 'The Body in Question in Health Professional Education and Practice'; IV. 'Concluding Reflections'. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.

With the high prevalence of autism spectrum disorders among the younger generation, there is a shortage of adequate resources to deliver care for these individuals. Therefore, social media and online forums help create a sense of community and a sense of social network, where members provide support for each other. Assessing Social Support and Stress in Autism-Focused Virtual Communities: Emerging Research and Opportunities is a critical reference volume featuring the latest academic research on online communities and how using social media can provide stress relief for families and individuals diagnosed with an autism spectrum disorder. Including coverage among a variety of applicable viewpoints and subjects such as social media concepts, stress relief, and healthcare communities, this book is ideally designed for academics and practitioners as well as healthcare professionals, researchers, students, academics, and practitioners looking for innovative research on autism spectrum disorders.

This volume sheds light on debates about personalised learning in teacher education by exploring the popular emergence of personalising learning in education and hence its significance in teacher education in the 21st century. It examines personalising learning theory and explores the tenets of this theory and its recent trends in international settings. The theory is explored in relation to both general and higher education pedagogy, and in a range of examples within a teacher education context. The examples from practice provide insights into maximising the potential for personalising learning theory to enhance teaching, learning and assessment in teacher education. The book includes case studies involving pre-service teachers working in communities of practice with one another, with schools and with the wider community. Examples of technology for personalising learning are also described. All the case studies demonstrate how the learner is made central to the teaching and assessment approaches adopted and contributes to a lifelong learning continuum. Providing insights into a new pedagogy for teacher education that leads to an enriched student experience, the book presents a model for personalising learning in teacher education that offers support for 21st century teacher educators.

The authors review the state of the art in employee development, identifying what human resource development is, how it functions in today's organizations, what kinds of programs and methods are available, and how such programs are evaluated. They offer an integrated and comprehensive model of employee development through which programs can be implemented and coordinated in order to achieve better results. Finally, they provide case studies of two organizations that have utilized the integrated approach to employee development that they advocate.

As the world s economy develops into a more dynamic, fast-moving, and unpredictable entity, it is crucial that the workers who create wealth have the ability to assess and respond to new and unforeseen challenges. In other words, the future will require a more competent workforce. What, though, does this mean in practice? In this, the fully revised second edition of Christine Velde s book, a variety of researchers from around the world provide a truly international perspective on the issue. They help to redefine the term competence. Rather than responding to challenges using a pre-existing set of skills, they see competence as having the ability to assess new situations, and then adapt one s response accordingly, particularly in collaboration with others.

Providing the reader with insightful perspectives about competence in different situations and contexts, the book s sections explore the concept of competence in industry and vocational education, in schools and colleges, in small businesses and companies, and in universities. The interpretation, experience and teaching of competence in the workplace is boiled down to five essential components that in themselves represent an argument for a more holistic conception of competence. Velde herself concludes the book by synthesizing and reflecting on the contents.

This book provides the reader with insightful perspectives on competence, and the characteristics of learning environments in different workplace contexts. Drawing on phenomenographic insights allows it to present a more enlightened view of competence, at the same time as opening up an international dialogue about the meaning and interpretation of competence in the workplace. Useful not only to educators and researchers, this volume will also assist leaders and managers in a variety of contexts to develop more meaningful workplaces."